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Welfare Reform on the Web (December 2005): Education - UK - Higher

Does fear of debt deter students from higher education?

C. Callender and J. Jackson

Journal of Social Policy, vol.34, 2005, p.509-540

Article examines the relationship between prospective higher education (HE) students' attitudes to debt and their decisions about whether or not to enter HE. Using data derived from a survey of just under 2000 prospective students, it shows that those from low social classes are more debt averse than those from other social classes and are far more likely to be deterred from going to university by their fear of debt, even after controlling for a wide range of other factors. These findings present the government with a serious dilemma. Their student funding policies are predicated on the accumulation of debt and are thus in danger of deterring the very students from disadvantaged backgrounds that they most wish to entice into HE.

Graduates from disadvantaged families: early labour market experiences

A. Furlong and F. Cartmel

Policy Press, 2005

Study focused on the progress of a group of young graduates from poor backgrounds trying to break into the labour market. Results showed that while the labour market is relatively healthy for HE leavers, movement into graduate jobs is a slow process, particularly for disadvantaged young people. Factors contributing to their slow progress included studying at less prestigious institutions and being less likely to have attained a good honours degree. The most disadvantaged young people tended to leave higher education heavily in debt to banks and credit card companies. The need to service these debts hindered their career planning and forced them to accept any job available.

A history and critique of quality evaluation in the UK

L. Harvey

Quality Assurance in Education, vol.13, 2005, p.263-276

The article maps the development of government-imposed quality assurance systems in UK higher education from the 1980s. Quality monitoring by government began in the 1980s with moves to indirectly link higher education funding to course quality. By the early 1990s quality issues had moved from the margins to become one of the foremost concerns in British higher education. The process culminated in the creation of the Quality Assurance Agency in 1997. This body took over responsibility for subject based teaching quality assessments, audits and the co-ordination of the research assessment exercise.

Managing academic support services in universities: the convergence experience

T. Hanson (editor)

London: Facet, 2005

The converged management of academic libraries and computer services emerged as a popular model in universities in the late 1980s. This book takes stock of some 20 years of experience of convergence. It explores management practice throughout the sector in order to assess how extensive the converged model has become, and what variations in the model exist.

Teaching and technology transfer as alternative revenue streams: a primer on the potential legal implications for UK universities

M. Van Hoorebeek and J. Marson

International Journal of Educational Management, vol.19, 2005, p.36-47

University departments in the UK are increasingly using alternative revenue streams to increase and diversify institutional funding. Departments face the challenge of maintaining quality and competitive standing in the face of scarce resources. In pursuing alternative revenue streams, university departments are exposed to new forms of potential litigation and risks to the prestige of their departmental brand.

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